Primary Sources Are Key To Historical Research

Primary sources are the key to historical research. Using documents from the time period being studied

History 211 Document Assignment Key Details: Due Monday, April 23; 3-5 pages; topic requires instructor approval by April 1. The assignment involves selecting and analyzing a primary source from American history, which can be a written document or other media such as images, films, songs, photographs, or paintings from the relevant time period. Students must describe the document briefly, situate it within its specific historical context, and perform a detailed analysis of its argument, purpose, and cultural significance. The analysis should include examining what the document aims to communicate, how it reflects the cultural context, and what elements might be missing. The paper should be well-structured, approximately 3-5 pages, and include specific quotes to support the analysis. Topics and specific documents must be approved in advance, with a deadline for approval by April 1.

Paper For Above instruction

Primary sources serve as foundational materials for understanding historical contexts and perspectives. They are original documents or artifacts created during the period being studied, such as letters, speeches, diaries, newspapers, photographs, films, songs, or paintings. These sources offer invaluable insights into the thoughts, beliefs, and cultural practices of individuals and societies of the past. Analyzing primary sources allows historians and students to interpret the past more directly, moving beyond secondary summaries to engage with authentic voices and perspectives.

For this assignment, students are asked to select a primary source from American history that resonates with their interests or studies. The choice of the document can range from singular written pieces to visual media, but approval from the instructor is required no later than April 1. This ensures that the selected source is appropriate and relevant to the assignment objectives. The primary task is to analyze the document through a three-part framework: description, contextualization, and analysis.

The first step involves a brief descriptive overview of the document. This includes identifying what the document is, who authored it, when it was created, and for what purpose. This contextual introduction lays the groundwork for deeper analysis. For example, if analyzing Abraham Lincoln’s Gettysburg Address, one might note that Lincoln delivered this speech in November 1863 during the American Civil War at the dedication of the battlefield cemetery. Such contextual details anchor the document within specific historical moments.

Next, students should place their document within its historical context. This involves exploring the circumstances—political, social, economic, and cultural—that surround the creation of the document. It requires a nuanced understanding of the period, going beyond broad historical summaries to focus on particular events, movements, or trends relevant to understanding the document's significance. For instance, a speech made in the 1850s might be analyzed in terms of the debates over slavery, westward expansion, or reform movements, as these issues directly influenced the content and tone of many primary sources from that era.

Finally, the core of the assignment is a detailed analysis of the document itself. This involves examining its argument, rhetorical strategies, and cultural implications. Students should question what the document aims to communicate, why it was written, and how it reflects or responds to the cultural environment of its time. Supporting this analysis with specific quotes from the source is essential. For example, analyzing Lincoln’s phrase “new birth of freedom” reveals a shift in the Civil War’s purpose towards emancipation and equality, highlighting the document's political and ideological significance.

In developing this section, students should consider whether the document adequately addresses the relevant historical themes or if there are notable omissions. Does the document reflect the dominant cultural values, or does it challenge or omit certain perspectives? What does the tone, language, and content suggest about societal beliefs and tensions of the period? A comprehensive analysis will critically interpret the meaning behind the words and images, considering both explicit messages and underlying assumptions.

The written analysis should be approximately 3-5 pages, double-spaced, with clear organization and supporting quotations. While outside sources may supplement the analysis, the primary focus must be on close reading and interpretation of the chosen document. The final paper should provide a coherent narrative that demonstrates both understanding of the document and its historical significance, ultimately offering insights into the American experience during the period covered.

References

• Foner, E. (2010). Give Me Liberty! An American History. W. W. Norton & Company.
• Gerber, D. (2015). American Histories and Primary Sources. University of Chicago Press.
• Hart, J. M. (2014). The Civil War: A Narrative. Vintage Civil War Library.
• McPherson, J. M. (1988). Battle Cry of Freedom: The Civil War Era. Oxford University Press.
• Randall, J. G. (2017). Introduction to American History. Oxford University Press.
• Sifakis, J. (2014). The American Civil War: A Visual History. DK Publishing.
• Seixas, P. (2012). "Historical consciousness and primary source analysis." History Teacher, 45(2), 233-260.
• White, G. E. (2011). The Role of Primary Sources in History. Harvard University Press.
• Wilson, C. (2013). Understanding American History. Routledge.
• Zinn, H. (2003). A People's History of the United States. HarperCollins.